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Water Conservation

Water Conservation. Presentation for Middle School Teacher Workshop. Goals for today. Complete Water Conservation lab Actually do the lab and get comfortable with the procedure and materials. Learn the different ways this lab can be differentiated Be willing to ask questions

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Water Conservation

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  1. Water Conservation Presentation for Middle School Teacher Workshop

  2. Goals for today • Complete Water Conservation lab • Actually do the lab and get comfortable with the procedure and materials. • Learn the different ways this lab can be differentiated • Be willing to ask questions • Share your knowledge with others and support each other • Discover how this lab can fit into your existing classroom curriculum.

  3. Why I Love this Lab! • Very inexpensive • Easy setup • Easy cleanup • Can be done in one lab period • Can easily be differentiated up or down depending on your students

  4. Water Water usage and conservation is an important issue. Not all fresh water resources are evenly distributed. In Kansas, water usage and water rights are very important topics. As a state, how do we balance the needs for water in agriculture, manufacturing, and our daily lives? It is important that everybody does their part to conserve the invaluable natural resource.

  5. Materials • Water Conservation PowerPoint (available at www.kscorn.com) • 1,000-mL graduated cylinder • 100-mL graduated cylinder • 5 50-mL beakers • Pipet • Water • Food coloring • 6 empty gallon milk jug-style containers • Timer • 6 large bowls or large beakers (500-600 mL) • 6 260-mL beakers or small plastic cups

  6. Questions • What are some things we use water for? • How much of the Earth is covered in water? • How much of that water is available for human needs?

  7. Demonstration “Water, Water everywhere…”

  8. Follow up questions • Were you surprised at how little water is available for human use? • Would you call water a scarce or abundant resource? Why? • What is the main cause of the increased demand for freshwater? • The number of people who need to use Earth’s freshwater keeps increasing. If the amount of freshwater cannot change, but there are more people who need it, what does that mean? What might happen?

  9. Flow Rate • Hold the gallon jug above the bowl or large beaker. Remove the tape and start the timer. • After 1 minute, place your finger over the hole on the bottom of the jug to stop the water. Hold the jug over the sink. Tilt the jug to the side so the tape can be replaced. • Use a graduated cylinder to measure the water that was collected. The amount of water collected is labeled mL/min

  10. Article The sections of the article will be divide among the groups. I will give you a few minutes to read the article then you can discuss your section with your group. Pick someone from your group to share what you learned with the class.

  11. Questions • How does this fit into your classroom? • What are some ways you can modify this lesson?

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